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Author: Jan Meyer
Publisher: Routledge
ISBN: 113418994X
Category : Education
Languages : en
Pages : 258
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Book Description
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
Author: Jan Meyer
Publisher: Routledge
ISBN: 113418994X
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
Author: Jan Meyer
Publisher: Routledge
ISBN: 1134189958
Category : Education
Languages : en
Pages : 241
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Book Description
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309470641
Category : Education
Languages : en
Pages : 283
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Book Description
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
Author: Laurie Faith
Publisher: Guilford Publications
ISBN: 1462548954
Category : Psychology
Languages : en
Pages : 242
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Book Description
With insight and humor, this motivating guide shows how to bring executive functions (EF) to the forefront in K–8 classrooms--without adopting a new curriculum or scripted program. Ideal for professional development, the book includes flexible, practical, research-based ideas for implementation in a variety of classroom contexts. It shares stories from dozens of expert teachers who are integrating explicit EF support across the school day. Provided is a clear approach for talking about EF barriers and strategies as part of instruction, and working as a class to problem-solve, explore, and apply the strategies that feel right for each student. Several reproducible tools can be downloaded and printed in a convenient 8 1/2" x 11" size. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Linda C. Hodges
Publisher: Taylor & Francis
ISBN: 1000980340
Category : Education
Languages : en
Pages : 153
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Book Description
This book is written for all science or engineering faculty who have ever found themselves baffled and frustrated by their undergraduate students’ lack of engagement and learning. The author, an experienced scientist, faculty member, and educational consultant, addresses these issues with the knowledge of faculty interests, constraints, and day-to-day concerns in mind. Drawing from the research on learning, she offers faculty new ways to think about the struggles their science students face. She then provides a range of evidence-based teaching strategies that can make the time faculty spend in the classroom more productive and satisfying.Linda Hodges reviews the various learning problems endemic to teaching science, explains why they are so common and persistent, and presents a digest of key ideas and strategies to address them, based on the research she has undertaken into the literature on the cognitive sciences and education. Recognizing that faculty have different views about teaching, different comfort levels with alternative teaching approaches, and are often pressed for time, Linda Hodges takes these constraints into account by first offering a framework for thinking purposefully about course design and teaching choices, and then providing a range of strategies to address very specific teaching barriers – whether it be students’ motivation, engagement in class, ability to problem solve, their reading comprehension, or laboratory, research or writing skills.Except for the first and last chapters, the other chapters in this book stand on their own (i.e., can be read in any order) and address a specific challenge students have in learning and doing science. Each chapter summarizes the research explaining why students struggle and concludes by offering several teaching options categorized by how easy or difficult they are to implement. Some, for example, can work in a large lecture class without a great expenditure of time; others may require more preparation and a more adventurous approach to teaching. Each strategy is accompanied by a table categorizing its likely impact, how much time it will take in class or out, and how difficult it will be to implement.Like scientific research, teaching works best when faculty start with a goal in mind, plan an approach building on the literature, use well-tested methodologies, and analyze results for future trials. Linda Hodges’ message is that with such intentional thought and a bit of effort faculty can succeed in helping many more students gain exciting new skills and abilities, whether those students are potential scientists or physicians or entrepreneurs. Her book serves as a mini compendium of current research as well as a protocol manual: a readily accessible guide to the literature, the best practices known to date, and a framework for thinking about teaching.
Author: Wageeh Boles
Publisher:
ISBN: 9781741073034
Category : Engineering
Languages : en
Pages : 31
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Book Description
This resource is one of the outcomes of the investigations and research conducted as part of an Australian Learning and Teaching Council (ALTC) Associate Fellowship titled: "Bridging the gap : Matching students and staff through discipline-based self evaluation and co-creation of more appropriate pedagogies in engineering".
Author: Diane Montgomery
Publisher: Routledge
ISBN: 1134131283
Category : Education
Languages : en
Pages : 302
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Book Description
This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as: the nature of spelling and the impact of the National Literacy Strategy the strengths and weaknesses of existing schemes for handwriting the definitions of dyslexia and how common spelling errors by dyslexics are made making effective links between strategic assessment and strategic interventions in schools problem-based learning, underpinned by plenty of casestudies and real life classroom examples. Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.
Author:
Publisher: BRILL
ISBN: 9004471383
Category : Education
Languages : en
Pages : 425
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Book Description
Winner of the Distance Education Book Award! Listen to the podcast! The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.
Author: Steven Katz
Publisher: Corwin Press
ISBN: 1412998794
Category : Education
Languages : en
Pages : 121
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Book Description
Break down the barriers that keep professional learning from sticking! Real professional learning takes place when there is a permanent change in practice. This book outlines what it means to intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change. The authors explain the psychological processes involved in learning and which biases get in the way of making professional learning stick. Staff developers will find tools and strategies for: * Moving professional learning beyond activities to deepen conceptual change* Enabling new learning by building three key capacities: a learning focus, collaborative inquiry, and instructional leadership* Embedding and sustaining a true learning culture in schools.
Author: Ray Land
Publisher: Springer
ISBN: 9463005129
Category : Education
Languages : en
Pages : 381
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Book Description
"Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework. In any discipline, there are certain concepts – the ‘jewels in the curriculum’ – whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view. These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a ‘liminal’ state of transition, a ‘betwixt and between’ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts. This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education. Cover image: Detail from ‘Eve offering the apple to Adam in the Garden of Eden and the serpent’ c.1520–25. Lucas Cranach the Elder (1472–1553). Bridgeman Images. All rights reserved.
